Subject:EEC1961 Section 01: Field experience II planning in early childhood but
ID: 3525506 • Letter: S
Question
Subject:EEC1961 Section 01: Field experience II planning in early childhood but I choose Psychology to be easy.I really need this answer.
Topic: Discipline and Guidence
You are the director of a childcare program. Over the past week, you noticed Mr. Jackson, a preschool teacher, used time-outs frequently in his classroom. You ask him about this strategy to find out more. Mr. Jackson explains, "Time-outs separate the children and allows them to think about their actions. In addition, I can continue teaching the rest of the group because the conflict between children has been avoided." You are concerned because you do not believe time-outs teach appropriate behavior. What would you say to Mr. Jackson to help him see time-outs may not be developmentally appropriate? Provide at least one credible resource to share with Mr. Jackson that supports your view (Hint: www.naeyc.org).
Explanation / Answer
On the surface, timeouts seem to be a sensible option to discipline a child, as they are non-violent but still get the child's attention. Plus, they give a break between the concerned parties while emotions run high. However, there is no fundamental difference between timeouts and punishment. In fact, the use of timeouts on a child, especially in front of his/her peers, can be humiliating and degrading to his/her self esteem. Furthermore, it can make erode the relationship between the teacher and the child. A classic study done by Chapman and Zahn-Wexler (1982) indicated that timeouts are effective in getting toddlers to cooperate, but only temporarily. In fact, children misbehaved more than children who weren’t disciplined with timeouts. This is because children tend to act out more when they perceive the withdrawal of attention.
References:
Chapman, M., & Zahn-Waxler, C. (1982). Young children's compliance and noncompliance to parental discipline in a natural setting. International Journal of Behavioral Development, 5(1), 81-94. http://dx.doi.org/10.1177/016502548200500104